undergraduate research: an apprenticeship approach to teaching political science methods

Page, Edward C.

doi:10.1057/eps.2015.17

Cited by 13 publications

(8 citation statements)

References 24 publications

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“…For example, a small number of departments use their research methods teaching to give students not only the chance to work on an actual piece of research, but also to get it published. Thus, the Royal Holloway Group PR3710 and the LSE's GV314 have utilised research by a group of undergraduates to publish original research on a range of issues (GV314, 2012(GV314, , 2014Page, 2015;Royal Holloway Group PR3710, 2014). Other research methods modules explicitly emphasise skills and employability in order to underline the importance of these issues to sceptical students (Clark, 2011), and also in engaging with third sector organisations.…”

Section: Transferable Skills: Context and Issuesmentioning

confidence: 99%

an audit of transferable skills teaching in uk politics departments

Clark

Martin

2016

Eur Polit Sci

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Section: Transferable Skills: Context and Issuesmentioning

confidence: 99%

an audit of transferable skills teaching in uk politics departments

Clark

Martin

2016

Eur Polit Sci

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“…Furthermore, Leston-Bandeira (2013) advocates a discipline-embedded research-oriented approach where students have a sense of ownership in their learning process to ensure student engagement. To provide greater connectivity between research in theory and research in practice, Page (2015) deployed 'an apprenticeship approach' to teaching political science methods by engaging students in a research project. The proposed benefits of integrated approaches such as this include developing students as researchers and problems solvers and fostering a 'research culture' in the undergraduate curriculum (Garde-Hansen and Calvert, 2007).…”

Section: Methods Teaching In Political Sciencementioning

confidence: 99%

Embedding quantitative methods by stealth in political science

Gunn

2017

Teaching Public Administration

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Student evaluations of quantitative methods courses in political science often reveal they are characterised by aversion, alienation and anxiety. As a solution to this problem, this paper describes a pedagogic research project with the aim of embedding quantitative methods by stealth into the first-year undergraduate curriculum. This paper describes the development and evaluation of new teaching and learning materials using active learning pedagogies. The learning activities were designed to develop introductory-level quantitative skills and create a positive first impression of quantitative methods by clearly communicating their value and relevance. The paper demonstrates how the study of psephology – electoral and polling data – can be used to embed quantitative methods within the substantive political science curriculum. This involved devising effective ways of not only teaching psephology but also recreating the experiences of ‘being a psephologist’ as a learning experience in a way that develops quantitative skills and embeds quantitative methods. This study illustrates how quantitative methods can be successfully embedded into the substantive curriculum and explores a range of relevant debates for pedagogical practice and curriculum design.

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“…However, there are also other examples of 'research-based teaching', not involving inquiry-based learning. These include a project by Page (2015) which uses 'an apprenticeship model' which exposes students to 'real' research as a teaching technique, not just to teach social science research methods but as means to deliver the substantive curriculum.…”

Section: The Complexity and Confusion Regarding The Relationships Betmentioning

confidence: 99%

Critical debates in teaching research methods in the social sciences

Gunn

2017

Teaching Public Administration

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This paper explores some of the critical debates in social science research methods education and is set out in three parts. The first section introduces the importance and relevance of research methods to the social sciences. It then outlines the problems and challenges experienced in the teaching and learning of research methods, which are particularly acute in the case of quantitative methods. The second part of the paper provides an overview of the policy activity and pedagogic solutions presented in response to the context introduced in the first part. This section explains how the practice of research method teaching is changing and accounts for the trends of using pedagogies informed by constructivist learning theory and embedding methods in the substantive curriculum. The third section identifies three critical debates emanating from the two previous sections. First an appraisal of applicability of constructivist pedagogies, second the case for holistic curriculum design across a whole degree programme, and third, an analysis of the relevancy of efforts to strengthen the nexus between research and teaching.

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undergraduate research: an apprenticeship approach to teaching political science methods

Cited by 13 publications

References 24 publications

an audit of transferable skills teaching in uk politics departments

an audit of transferable skills teaching in uk politics departments

Embedding quantitative methods by stealth in political science

Critical debates in teaching research methods in the social sciences

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